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ED 645 Evaluation & Assessment ofTeachers Performance
Singer, James D.


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 645 Evaluation & Assessment ofTeachers Performance

Semester

U1P 2010 EDX

Faculty

Singer, James D.

Title

Director of Graduate Programs, Associate Professor

Degrees/Certificates

PhD--Administration and Foundations--Kansas State University
MEd--Administration--Washburn University
BEd--Education--Washburn University

Office Location

Downtown Campus, Suite 919

Office Hours

By Appointment

Daytime Phone

816-559-5626

Other Phone

816-213-9385

E-Mail

jsinger@park.edu

jsinger@kc.rr.com

Semester Dates

June 7-July 30, 2010

Class Days

Thursday, by Appointment

Class Time

5:00-9:30

Prerequisites

None

Credit Hours

3


Textbook:

Three-Minute Classroom Walk-Through: Book Coverby Carolyn J. Downey, Fenwick W. English, Betty Steffy
  • ISBN-13: 9780761929673
  • Pub. Date: 05/01/2004
  • Textbooks can be purchased through the Parkville Bookstore

    Additional Resources:

    All educational leadership students are required to purchase a Foliotek portfolio membership and may do so by contacting Carol Williams at 816.584.6233  .     Students are encouraged to work on the development of their portfolio throughout their program of study so that they might utilize associated assignments, projects, etc. from their classes.
     
    Recommended:  The Official Study Guide, School Leaders Licensure Assessment, Test Code: 1011, 2009:  --order from www.ets.org--eBook
     
    Test Code: 1011
    Free Test Preparation: Test at a Glance (PDF)
    Reducing Test Anxiety (PDF)
    Priced Test Preparation:
    Study Guide Study Guide (e-book)
    School Leaders Licensure Assessment Study Guide, Revised 2009
    This School Leaders Licensure Assessment Study Guide eBook was created by ETS test-makers. Available for immediate download, this guide contains content outlines, information on the types of questions found on the test, test-taking strategies, study topics with sample questions, and practice questions with correct answers and detailed explanations that present the basis for each correct answer

    McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
    Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
    Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
    Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


    Course Description:
    ED645 Evaluating and Assessing Teacher Performance: Designed to prepare the prospective school leader for evaluating and assessing teacher performance. Provides the student with knowledge of the principles of effective instruction and competencies related to preparing for the evaluation, assessing teacher behavior, and student growth, organizing and communicating with individual teachers, vocabulary, and clarity of writing, speaking, and listening skills. (A ten hour field experience component is required)

    Educational Philosophy:
    The facilitator's educational philosophy for this class is to examine best classroom educational practices and to determine how principals can evaluate the effectiveness thereof.  (ISLIC 1.3.2, 1.3.3 and 1.3.5).

    Learning Outcomes:
      Core Learning Outcomes

    1. Demonstrate knowledge and competency in the teacher evaluation process and how it applies to district policy, negotiated agreements and to understand teachers [1.3.2, 1.3.3, 1.3.5]
    2. Demonstrate knowledge and competency in instruction, classroom management and the principles for organizational climate as it affects the classroom [1.3.2]
    3. Demonstrate knowledge of the roles of the teacher and principal in the evaluation process [1.3.2]
    4. Demonstrate knowledge of the legal consideration involved in designing and/or writing teacher evaluations [1.3.2, 1.3.3]
    5. Demonstrate knowledge of student learning and progress indicators [1.3.2]
    6. Develop and apply professional strategies to assist in more productive classrooms [1.3.2]
    7. Analyze the teaching/learning process and its affect in the overall instruction in your school [1.3.2]


    Core Assessment:

    Class Assessment:
    Weekly written summaries of chapter materials and reflections thereon will be utilized for assessment.  Please note that these assignments may be used in the portfolios of all educational leadership students. 

    Grading:

    Each weekly assignment will have 50 possible points (25 for information review and 25 for reflection).
     
    360-400 points--A
    320-359 points--B
    280-319 points--C
    240-279 points--D
    0-239 points-----F

    Late Submission of Course Materials:

    This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations. The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes. Hence, all assigned work is expected to be completed in a timely fashion. A grade reduction of 20% will be assigned for late work. The instructor may make modifications to these requirements for unique and/or extenuating circumstances.

    Classroom Rules of Conduct:

    *Respectful communication skills are to exhibited at all times.
    *The use of cell phones, during instructional time, is subject to approval of the instructor.

    Course Topic/Dates/Assignments:

    June 10
    Chapters 1 & 2
    Understanding the Rationale Underlying the Walk-Through and Reflective Practice Approach
    Conducting the Walk-Through Observation
     
    June 17
    Chapter 3
    Moving Staff to Reflective Inquiry:  Focusing on the Reflective Question and Conversation
     
    June 24
    Chapter 4
    Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk-Through
     
    July 1
    Chapter 5
    Establishing Logistical Procedures for Implementing the Walk-Through Process
     
    July 8
    Chapter 6
    Cultivating the Culture:  Effectuating Change That Works
     
    July 15
    Chapter 7
    Using the Walk-Through Process to Promote a Collaborative, Reflective Culture
     
    July 22
    Chapter 8
    Determining Whether Walk-Throughs Are the Right Stuff
     
    July 29
    Chapters 9 & 10
    Understanding the Walk-Through as a Discursive Practice
    Linking the Walk-Through Process to a Model of Teacher Growth
     

    Academic Honesty:
    As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31

    Plagiarism:

    Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

    Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

    Park University 2009-2010 Graduate Catalog Page 31-32


    Attendance Policy:

    Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

    Copyright:

    This material is protected by copyright
                                   and can not be reused without author permission.

    Last Updated:5/25/2010 3:09:14 PM